EGE 101 – STUDY GUIDE 5 Lecture 1: Definition and different types of
MODULE 5
SG 5: Unit 5- Teaching and Assessment in
Primary Grade Araling Panlipunan
A classroom has at least 40 students with
one teacher tasked to look over them and
guide them during their respective time with
class, and with no less than 40students in
class, of which every single one having their
own perception on things; with different levels
of learning- some picking up faster than
others and others needing more assistance in
order to understand the lessons how can one
teacher handle this challenge? This is where
Classroom assessment comes in.
According to DepEd Order No.8, s. 2015,
Classroom Assessment is an assessment
that is used in order to keep track of the
students learning progress based on the
learning standards of the curriculum. This
promotes self- reflection and personal
accountability among students so that they
will be encouraged to give their best in class.
However, it is important to note that various
kinds of assessment shall be used
appropriately, with them being tailored for
different kinds of learners so that it will be suit
their needs. After all the goal of classroom
assessment is to allow teachers to track and
assess their students’ progress and adjust the
instructions accordingly when needed so that
all students will have the chance to excel in
their studies and that no student will left
behind.
classroom assessment.
CLASSROOM ASSEMENT - refers
to student assessments that teachers
design and administer themselves. The
term usually is distinct from the standardized
tests that are given in schools such as
intelligence tests or tests used in statewide
testing systems. It is something all teachers
do as part of their responsibility for enhancing
student learning and motivation, documenting
student performance, and reporting results for
accountability purposes. 
DIFFERENT TYPE OF CLASSROOM
ASSESSMENT
Making assessment an integral part of daily
mathematics instruction is a challenge. It
requires planning specific ways to use
assignments and discussions to discover
what students do and do not understand. It
also requires teachers to be prepared to deal
with students' responses. Merely spotting
when students are incorrect is relatively easy
compared with understanding the reasons
behind their errors. The latter demands
careful attention and a deep knowledge of the
mathematics concepts and principles that
students are learning… The insights we gain
by making assessment a regular part of
instruction enable us to meet the needs of the
students who are eager for more challenges
and to provide intervention for those who are
struggling.
Burns 2005, p. 31
Assessment is integral to the teaching–
learning process, facilitating student
learning and improving instruction, and
can take a variety of forms. Classroom
assessment is generally divided into three
types: assessment for learning,
assessment of learning and
assessment as learning.
Assessment for Learning (Formative
Assessment)
\The philosophy behind assessment for
learning is that assessment and teaching
should be integrated into a whole. The power
of such an assessment doesn't come from
intricate technology or from using a specific
assessment instrument. It comes from
recognizing how much learning is taking place
in the common tasks of the school day – and
how much insight into student learning
teachers can mine from this material.
McNamee and Chen 2005, p. 76
Assessment for learning is ongoing
assessment that allows teachers to monitor
students on a day-to-day basis and modify
their teaching based on what the students
need to be successful. This assessment
provides students with the timely, specific
feedback that they need to make adjustments
to their learning.
After teaching a lesson, we need to determine
whether the lesson was accessible to all
students while still challenging to the more
capable; what the students learned and still
need to know; how we can improve the
lesson to make it more effective; and, if
necessary, what other lesson we might offer
as a better alternative. This continual
evaluation of instructional choices is at the
heart of improving our teaching practice.
Burns 2005, p. 26
Assessment of Learning (Summative
Assessment)
Assessment of learning is the snapshot in
time that lets the teacher, students and their
parents know how well each student has
completed the learning tasks and activities. It
provides information about student
achievement. While it provides useful
reporting information, it often has little effect
on learning.
Lecture 2: The authentic and
creative assessment in AP.
Authentic assessment – a form of
assessment in which students are ask
to perform real-world task that
demonstrate meaningful application of
essential knowledge – jon mueller
Traditional
A conventional method of
assessment that has been followed
since a long time is the traditional
assessment . it is a simple approach
that generally utilizes a pen and paper
or based – examination method
Example of traditional assessment
are:
- Multiple choice
- True or false
- Matching type
These assessment are easy to grade
but only test isolated application , facts
or memorized data at lower thinking
skills.
Portfolio
A portfolio is type of assessment ,
ofthen tell compelling stories of the
growth of the students’ talents and
showcase their skills through a
collection of authentic performances.
3 types of portfolio
1. Showcase portfolio
- Contains products that
demonstrates how capable
the owner is at any given
moment
2. Assessment portfolio
- Contain products that can be
used to assest to the owner’s
competences.
 3. Development portfolio Scoring Rubic

- Show how the owner  A rubic for assessment is a

developed and therefore tool used to interpret and
demonstrates growth. This grade students work against
type of portfolio often also criteria and standards
contain products from various
stages of this process , stages  a rubic is handed out to
in which feedback has been students during an
received and possibly also assesstment task briefing to
products from work still in make them aware of all
progress. expectations related to the
assessment task.
Performance task - is any learning activity
2 TYPES OF SCORING RUBIC
or assessment that asks students to
perform to demonstrate their knowledge, Holistic Rubic
understanding and proficiency.
Performance tasks yield a tangible product  single criteria rubic ( one-
and/or performance that serve as evidence of dimensional ) used to assess
learning. participants overall
Example achievement on an activity or
item based on predefines
Instead of giving a quiz with multiple choice achievement levels.
questions, consider the to make a writing task.
Another example is , Presentation and Analytic Rubic
reporting, and Performances such as
Two-dimensional rubics with levels of
dance ,recital, dramatic ,enactment etc.
achievement as columns and assessment
Projects criteria as row.

 It is an complete reports , diagram

or maps
 It can be work individually or by
group
 They Can apply their knowledge
and skills while completing their
assigned task

For example

 Exhibit and fairs

 History fairs
 Art work
 Exhibition
 Debates
LECTURE 3: HOW TO EVALUATE PUPIL’S 3. Using classroom assessment
ACHIEVEMENT USING EVALUATION techniques.
TECHNIQUES. 4. Using concept maps.
Assessing the Learning Progress of 5. Using concept tests.
Young Students 6. Assessing group work.
7. Creating and using rubrics.
The assessment of the development and
learning of young students is an essential
component of the GVA curriculum and
helps guide continued development,
learning and teaching. Students are
observed in a variety of situations and a
wide range of assessment strategies are
used. Teachers observe GVA students in
order to:

 Identify the student level of

knowledge, skills, and
understanding
 Build up a clear picture of the
student and his or her interests
 Identify what and how the student
is thinking and learning
 Assess the effectiveness of the
environment on the student's
learning
 Extend the student's learning EGE 101 - Module 6
Study guide

Principle of evaluation
A lesson plan is the instructor’s road
1. an integral part of instruction
2. an continuing instruction map of what students need to learn
3. a cooperative process and how it will be done effectively
4. made in terms of the purpose of the
program during the class time. Then, you can
5. made in variety of situations design appropriate learning activities and
6. done with a variety of devices and
procedures develop strategies to obtain feedback on
student learning. Having a carefully
How to Assess Students' Learning and constructed lesson plan for each 3-hour
Performance
lesson allows you to enter the classroom
1. Creating assignments.
with more confidence and maximizes your
2. Creating exams.
chance of having a meaningful learning
experience with your students.
successful lesson plan addresses and
integrates three key components:
Learning Objectives, Learning activities,
and Assessment to check for student
understanding.
DepEd Order No. 42, s. 2016 entitled
Policy Guidelines on Daily Lesson
Preparation for the K to 12 Basic
Education Program
“1.In line with the implementation of
Republic Act (RA) No. 10533 or the
Enhanced Basic Education Act of 2013,
the Department of Education (DepEd)
issues the enclosed Policy Guidelines on
Daily Lesson Preparation for the K to 12
Basic Education Program.
2. Planning lessons is fundamental to
ensuring the delivery of teaching and
learning in schools. These guidelines aim
to support teachers in organizing and
managing their classes and lessons
effectively and efficiently and ensure the
achievement of learning outcomes.
3. Furthermore, these guidelines affirm
the role of the K to 12 teacher as a
facilitator of learning. Preparing for
lessons through the Daily Lesson Log
(DLL) or Detailed Lesson Plan (DLP) and
provides teachers with an opportunity for
A reflection on what learners need to learn,
how learners learn, and how best to
facilitate the learning process. These
guidelines also aim to empower teachers
to carry out quality instruction that
recognizes the diversity of learners inside
the classroom, is committed to learners’
success, allows the use of varied
instructional and formative assessment
strategies including the use of information
and communications technologies (ICTs),
and enables the teacher to guide, mentor,
and support learners in developing and
assessing their learning across the
curriculum.
4. These guidelines will remain in force
and in effect unless sooner repealed,
amended, or rescinded. All issuances
inconsistent with this Order are hereby
rescinded.
5. Immediate dissemination of and strict
compliance with this Order is directed.”
Article IV, Section 2 of the Code of
Ethics for Professional Teachers
“Every teacher shall uphold the highest
standards of quality education, shall make
the best preparations for the career of
teaching, and shall be at his best at all
times in the practice of his profession”
Goods defined lesson plan as an
“Outline of the important points of a
lesson arranged in the order in which they
are to be presented to students by the
teacher.”
While in Laster B. Stands words,
lesson plan is “actually a plan of action. It
therefore includes the working philosophy
of the teacher, his knowledge
philosophy, his information about and
understanding of his pupils,
comprehension of the objectives
education, his knowledge of the material
to be taught, and his abilities to utilize
effective materials.”
A lesson plan provides you with a
general outline of your teaching goals,
learning objectives, and means to
accomplish them, and is by no means
exhaustive. A productive lesson is not one
in which everything goes exactly as
planned, but one in which both students
and instructor learn from each other.
TYPES OF LESSON PLAN
Detailed lesson plan
A detailed plan covers everything and
gets teachers fully prepared for the lesson
ahead. It covers what to teach and all the
activities students will complete that
lesson.
Semi detailed lesson plan
Semi-detailed plans are less intricate than
detailed, but they still focus on what you
want to cover for that subject on that day.
They act as a general game plan for what
will go on in the lesson.
PARTS OF LESSON PLAN
I. Objective / layunin
 A statement of purpose for the
whole lesson
 An objective statement itself
should answer what students
of will be able to do by the end
of the lesson
 The objective drive the whole
his lesson
of  Objective for each day’s
lesson , It will determine the
activities the students engage
in.
II. Subject matter / paksa
 Specific topic
includes source of
information e.g.,
textbooks and
library references
III. Procedure /
pamamaraan
- Is the body of your lesson
plan, the ways in which you’ll
share information with
students and the methods
 you’ll use to help them
assume a measure of mastery
of that materials

IV. Evaluation / pagtataya

- It can take the form of

formative test consisting of a
10 items multiple choice
questions after the days
lesson to determine the
mastery of learning , e.g.,
95% of the class got 100%
correct answers

V. Assignment / Takdang
Aralin

It includes questions,
exercises,.and/or q set of
practice specified by the
teachers, in order to
succeed in discussing
the assignment for the
following day , a teacher
give focused / specific
questions for students to
answer .
EGE 101 - Module 7 Experimental learning (praxis) as the core
pedagogical approach.
In 2002, the Department of
Education of the Philippines organized
anew basic education curriculum that is
aimed Filipinos to be empowered Central to the philosophy of
lifelong learners who are functionally BEC is a Filipino learner empowered
literate. This 2002 Basic Education for lifelong learning. Inspired one of
Curriculum featured four key the Four Pillars of Education from the
reforms: Delors Report [3]. Learning to be DepEd
envisions its learners to be a person who
(1) restructured learning areas is makabayan (patriotic), makatao
(Filipino, English, Science, (mindful of humanity), makakalikasan
Mathematics, and Makabayan); (respectful of nature), and maka-Diyos
(2) stronger integration of (godly). In order to be an empowered
competencies and values across lifelong learner, the Department believes
learning areas; that functional literacy is an essential
concept that must be incorporated in the
(3) greater emphasis on the new curriculum.
learning process and integrative
modes of teaching; and
(4) increased time to gain Araling Panlipunan (Makabayan,
mastery of competencies. Social Studies) is the learning area that
lays most stress on the development of
This paper discusses the new social awareness, empathy and firm
learning area featured the curriculum commitment to our common goal as a
called Makabayan, which is an nation. It entails the use of integrated
integration of various disciplines such units, which enable the individual to
as Araling Panlipunan, Home personally process, assimilate and
Economics, Physical Education, Health, systematically practice wide range of
Music, and Arts. Makabayan aims to values and life skills including work ethic.
have a learner that has a healthy
personal and national identity.
The purpose of elementary
school social studies is to enable
Section 5(e)RA 10533 students to understand, participate in,
The curriculum shall use and make informed decisions about
pedagogical approaches such as
their world. Social studies content allows
constructivism, Inquiry-based,
young learners to explain relationships
reflective, collaborative and integrative.
The aim of AP 10 aims to immerse with other people, to institutions, and to
ourselves the question "who we are "' the environment, and equips them with
more importantly.Ap10 aims to immerse knowledge and understanding of the past.
our selves (you and your students) in the It provides them with skills for productive
process of finding out who we are and problem solving and decision making as
what we want to become based on shared well as for assessing issues and making
experience of contemporary issues. thoughtful value judgments. Above all, it
integrates these skills and understandings
into a framework for responsible citizen
participation locally, nationally, and
globally. The teaching and learning
processes within social studies are
uniquely organized to develop these
capacities, beginning with the youngest
learners in our schools
K-12 ARALING PANLIPUNAN
- It made use of the objective of
the “Education for All 2015”
and K -12 Philippine Basic
Curriculum framework as its
guideline in the curriculum.
Mgina,2014
- He/she oncluded that
teaching social studies has
been faced with
multidimensional while
simultaneously holding
particular goals for history
teaching
Alexander,2014
- He include lack of
instructional materials, lack of
trained teachers, problem of
subject matter, ways of
evaluating this problems have
remained endemic and
persistent in the teaching of
social studies in many
countries, as a problem.
Powerful and effective Araling
Panlipunan Teaching is value-driven
because its intended outcomes the
development of the mamamayang
mapanagutan, makalikasan, makabansa
at makatao. Students learn democracy by
experiencing democracy right there in the
classroom. Its lessons are replete with
value-laden concerns and issues where
students listen to competing arguments,
assess the merits of competing arguments
and make informed and value-based
decisions. (Llanos, 2016).
The word demonstration means to give demos
or to perform the particular activity or
concept. In demonstration method, the
teaching-learning process is carried in a
systematic way. Demonstration often occurs
when students have a hard time connecting
theories to actual practice or when students are
unable to understand applications of theories. In
order to make a success of demonstration
method, three things are necessary.
(a) The object being displayed during
demonstration should not be so small.
(b) During the demonstration, the clear language
should be used so that pupils may understand
concept easily.
(c) The pupils should be able to question
teachers in order to remove their difficulties.
Characteristic of demonstration method
(1) The demonstration should be done in a
simple way.
(2) In this strategy, attention is paid to all
students.
(3) Goals and objections of demonstration are
very clear.
(4) It is a well-planned strategy.
(5) Time is given for rehearsal before the
demonstration.
STEPS OF DEMONSTRATION
METHOD
There are six steps of demonstration process.
(1) Planning and preparation
proper planning is required for good
demonstration. For this following points
should be kept in mind.
 Through the preparation of
subject matter.
 lesson planning
 collection of material related to
the demonstration.
 rehearsal of demonstration.
In order to ensure the success of demonstration,
the teacher should prepare lesson minutely and
very seriously.
(2) Introducing the lesson
The teacher should motivate students and
prepare them mentally for the demonstration.
The teacher should introduce the lesson to
students keeping in mind the following things.
 individual differences
 Environment
 Experiences
The lesson can also be started with some simple
and interesting experiments. Very common
event or some internal story.
The experiment should be able to hold the
attention of students.
(3) Presentation of subject matter
– In demonstration presentation of subject
matter is very important.
– The principle of reflecting thinking should be
kept in mind.
– The teacher should teach the student in such a
way that their previous knowledge can be
attached to their new knowledge.
(4) Demonstration
-The performance in the demonstration table
should be ideal for the student.
-The demonstration should be neat and clean.
(5) Teaching Aids
-The teacher can use various teaching aids
like models, blackboard, graphs etc.during
demonstration.
(6) Evaluation
-In this last step, evaluation of the whole
demonstration should be done, so that it can
be made more effective.
Technology-enhanced and Learning
Approaches
1. Student Created Content
The powerful moment when a student
shows you something they made for an
assignment – a persuasive presentation, a
digital booklet, an animated report, a
video they shot – is tremendously
rewarding. The things that just about
anyone with a little time, patience, and
access can do with the today's digital tools
are pretty incredible.
2. Collaborative Learning
Working collaboratively is a vital 21st
century skill – most workers need to
collaborate to some extent or another at
points in their work lives. Our ability to
collaborate via digital tools expands every
day thanks to a seemingly endless array
of Internet based applications that enable
us to do things like edit documents as a
team, communicate face-to-face no matter
where we are, use interactive whiteboards
that allow for simultaneous edits, and so
on. Digital collaboration in learning
activities is not only a fun, engaging way
to learn, it opens up possibilities that
haven't existed before, and prepares
students for success in the evolving work
place.
3. Active Learning
While everyone has their own learning
style, there is no arguing that applying
what you learn – doing something with it –
helps to iron out the kinks and reinforce
learning, no matter what your fundamental
learning style is. Isn't that much of what
Active Learning is about? Whatever types
of active learning you pursue (Project
Based, Experiential, Constructivist,
Experiential, etc.), there are countless free
tools available to today's student and
educators via the Internet that can be
used in active learning class work and
assignments. Get engaged, have fun, and
create something while you apply what
you are learning!
4. Personal Learning Networks
While the PLN would seem better suited
towards older students, the fact is that
when kids engage with each other via
social media sites like Instagram or
Snapchat, they are using and evolving
their own Personal Learning Network. The
idea of taking this to a higher level by
purposely curating knowledgeable experts
in fields of interest should be encouraged
as students work through high school and
even more so throughout their higher
education experience. Combining the
ease of access via the Internet with the
wealth of available expertise and the
fundamental concept of ‘networking'
makes today's PLNs rich with rewarding,
interactive learning and collaborating
possibilities. Teachers are benefiting more
from Personal Learning Networks every
day as well.
5. Mobile Learning
Mobile Learning has never been more
ubiquitous and empowering than it is
today. As the world's population embraces
the power, availability, and wide spread
use of the smart phone, the tablet, and
emerging devices like Google Glass and
other wearable technology, we have
information at our fingertips (and other
sensory interfaces) in ways barely
imaginable in the past. Teachers and
students are benefiting from this every
day, and it is encouraging to know that
when educators create digital content, the
likelihood of it being available to a student
any time, any where is very high.
6. Competency Based Learning
How cool is this? If you can prove that you
know something, you can get credit for it,
and move on to a higher order of learning!
Adaptive learning technologies have
made competency based learning one of
the most exciting evolutionary steps in the
learning process, and the awarding of
credentials, in centuries. This concept can
be applied in day to day learning using a
growing array of adaptive learning tools
like Moby Max. How the concept will be
applied to degree completion is being
vetted at a higher level by forward thinking
higher education institutions like Western
Governors University, while the US DOE
and regional accreditors wrestle with how
competency based learning will fit in with
accepted institutional accreditation
practices.
7. Social Learning
Social Learning Theory posits that people
learn from one another, via observation,
imitation, and modeling. This holds for
digital networking as it does for traditional
face-to-face social interactions. Many of
today's digital learning tools and
techniques incorporate a social element.
While we want all students to develop the
confidence to speak up in front of others,
being able to ‘raise a hand' via digital
communications can be a first step for the
shyest of students. Additionally, while we
need to continue to emphasize to our
students the importance of direct human
contact, it's hard to deny that the reach of
Internet empowered social networking is
pretty amazing. You can tap into leaders
in every industry, and easily connect with
countless professionals in any field. The
learning and sharing opportunities are
endless.
8. Flipped Teaching and Learning
This targeted use of blended learning
techniques has been gaining steam in the
media this year, with new stories almost
every day about teachers and schools
who are trying it out. Flipped instruction
has so many potential benefits, it just
makes sense. Hopefully educators
continue to embrace it and brush off the
unfortunate tendency the media has to try
and paint new ideas as nothing more than
‘trends'. Flipped teaching really isn't a new
idea – it's a repacking and relabeling of
many existing known and accepted
teaching methods and ideas, and that's a
good thing.
 Merits and Demerits of demonstration - Inihanda ng mga guro na
method nakatuon sa mgalayunin.

Merits 2. Learning center

(1) It helps a student in having a deeper
understanding of the topic. - Ito ay isang lugar sa silid-
aralan na may mgakagamitan
(2) It helps students remain active in teaching - sa pag-aaral at mga panuto
learning process.
sa mga gagawin ng mag-
aaral.
(3) It leads to permanent learning.
3. Teams accelerated instruction
- Ang klase ay hahatiin sa
(4) It accounts for the principles of reflective
thinking. maliliit na pangkatna binubuo
ng 4 hanggang 6 na kasapi.
(5) It helps to create interest for topics among 4. Students Teams Achievement
students. Division (stad)
- Ito ay binubuo ng apat na
(6) It helps in arousing the spirit of discovery kasapi.
among students. 5. Jigsaw
- Binubuo ng 6 na miyembro na
(7) It imparts maximum learning to students. bibigyan ng academic material o
paksa ng guro.
Demerits
6. Imaginary travelogue
(1) Students can not benefit with direct and
– Isa itong likhang-isip o imahinasyon
personal experiences as teacher carry out the
demonstration. ng isangturista.

(2) It can be costly as it requires costly materials.
(3) It can be a time-consuming method.
(4) It is not based on learning by doing.
7. Story Line
- Isa itong pagdudulog na giangamit ang
natutuhan at karanasan ng mga mag-aaral sa
pamamagitan ng aktibo at makabuluhang
usapan at dayalogo.

(5) This method does not provide training for the 8. Mock meeting
scientific method. - Magkakaroon ng kunwaring
pagpupulongtulad ng pagpupulong ng
(6) There is a lack of experienced teachers to carry konseho ng mga
out the demonstration. organisasyongPambansa, panrhiyon o
pandaigdig.
Mga estratehiya sa pagtuturo ng 9. Brainstorming
Araling Panlipunan -Layunin nito na tulungan ang mga
1. Activity card mag-aaralna makagawa ng orihinal na
solusyon sa mga suliranin.
10. Classroom debate
- Binubuo ito ng dalawang pangkat
nakumakatawan sa magkabilang
panig ng iisang isyu.